‘I can see parents being reluctant’: perceptions of parental involvement using child and family teams in schools

Taliaferro, Jocelyn DeVance; DeCuir–Gunby, Jessica T.; Allen-Eckard, Kara

doi:10.1111/j.1365-2206.2008.00594.x

Cited by 17 publications

(7 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Fully actualizing CFST's vision of family inclusion may require making schools' human resource policies more flexible for school-based nurses and social workers, as well as rewarding those who meet more often with families off campus and outside business hours. Building ongoing teams including all relevant agencies in the development and execution of a single plan may hinge on changes to state funding and regulations, as well as opportunities to address some families' distrust of health and social services (Taliaferro et al, 2009). …”

Section: Discussionmentioning

confidence: 99%

“…Although long used by some schools in other countries (e.g., Hayden, 2009), Child and Family and related teams are newer to US schools (Taliaferro, DeCuir-Gunby, & Allen-Eckard, 2009). They are also more radical than they may initially appear, in two respects.…”

Section: Introductionmentioning

confidence: 99%

“…Two qualitative studies found both general staff acceptance of Child and Family Team approaches to planning as well as tensions between the model and stakeholder norms. For instance, some staff still expected parents to play traditionally deferential roles in these processes (Taliaferro et al, 2009). Staff have also noted differences in parent and professional preferences about meeting times.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Implementing a case management initiative in high-need schools

Wells¹,

Gifford²

2013

Children and Youth Services Review

View full text Add to dashboard Cite

States continue to experiment with ways of improving health and human service use by people with complex needs. Such efforts have often sought to increase individual and family control over services as well as to enhance coordination among providers. Paths to achieving these goals are not well understood. This study draws on two previously distinct conceptual frameworks to examine how 71 public schools implemented a team approach to increasing family and agency engagement for children at risk. Results from longitudinal data fit the core components expected to affect implementation and also indicated sustainability, but in ways distinctive to the initiative's public school settings. Accountability to the state appeared to be a major catalyst, yet in some respects also constrained local agencies from participating as intended. School inertia may have both undermined the program through some evaluation practices and gaps in administrative support, and supported integration into organizational routines and successful experimentation over time in increasing caregiver involvement. Family hesitation about sharing information with multiple agencies may also help explain why the goal of seamless coordination remains elusive.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Implementing a case management initiative in high-need schools

Wells¹,

Gifford²

2013

Children and Youth Services Review

View full text Add to dashboard Cite

show abstract

“…Research has shown that the stress and fatigue involved in working long or non-standard hours, especially when such hours are not a result of personal choice, can alter parents' mood and energy levels making them less emotionally available for high-quality interactions with children (Menaghan, 1991;Repetti, 1994) and for educational involvement activities (Grolnick, Benjet, Kurowski, & Apostoleris, 1997). In other words, these parents may become so downtrodden by the time pressures imposed upon them that they cannot give their children the necessary attention to promote achievement (Taliaferro, DeCuir-Gunby, & Allen-Eckard, 2009). Levels of parental involvement in education may, in turn, exert an impact on child academic achievement.…”

Section: Parental Involvement In Children's Educationmentioning

confidence: 96%

Work and family life: parental work schedules and child academic achievement

Vincent

Neis

2011

Community, Work & Family

View full text Add to dashboard Cite

This review essay deals with interconnectivity between work life and family life. Specifically, it explores the relationship between parental work schedules and child academic achievement. Existing research focused on that relationship has been somewhat narrow in scope and has largely ignored the issue of underlying mechanisms. This review essay seeks to address those shortcomings by introducing a conceptual framework that sets out some potential pathways through which parental work schedules might exert an impact on child academic achievement. Characteristics of parental work schedules that might be particularly relevant in today's rapidly changing world of work are then identified, and are connected to child achievement by way of a thorough review of research evidence supporting each of the links in the proposed framework. Finally, the review draws on existing research to suggest some ways in which governments, employers, and families might mitigate any risks to child achievement conveyed through the pathways presented in the framework. The potential for empirically testing the framework is also discussed.Cet essai analyse les liens entre la vie au travail et celle en famille. Plus spécifiquement, nous explorons la relation entre les horaires de travail des parents et la réussite scolaire des enfants. La recherche existante sur ce sujet est assez limitée dans sa portée et laisse généralement de côté la question des méchanismes sousjacents. Ce texte tente de combler ces lacunes en offrant un cadre conceptuel qui propose des chaînes causales possibles par lesquelles l'horaire de travail des parents peut avoir un impact sur la réussite scolaire d'un enfant. Les aspects des horaires parentaux qui pourraient être spécialement pertinents dans le monde de travail volatile de notre époque sont ensuite identifiées et leurs liens possibles à la réussite scolaire des enfants sont analysés par une revue approfondi des faits probants qui relèvent de chaque chaîne causale du cadre conceptuel proposé. Finalement, en se basant sur la littérature scientifique existante, nous proposons des moyens par lesquels gouvernements, employeurs et familles peuvent mitiger l'impact possible sur la réussite scolaire des voies causales présentés dans le cadre conceptuel. Nous traitons également du potentiel de tester empiriquement notre cadre conceptuel.Mots-clés: parents; enfants; horaires de travail; réussite scolaire Research on occupational health, work and wellness, and work-life balance has highlighted a wide range of ways in which work life and family life may influence one another through dynamic interaction (Duxbury & Higgins, 2003;Sauvé, 2009).

show abstract

“…Enhancing the positive school experiences of children including the academic achievement is a welldocumented fact (Taliaferro et al, 2009). Learning performance as well as personal and social growth of students is helped by their help (Sehee et al, 2010).…”

Section: Effect Of Involvement Of Parents With Their Childrenmentioning

confidence: 99%

The Role of Parents and Teachers in Academic Achievement of Students in Hazara Division, Pakistan

Shah

Naz

Mumtaz

2019

GRR

View full text Add to dashboard Cite

This research was designed for discovering the effect of parental involvement as well as teachers involvement upon the students academic achievement at the secondary level. The research explored the impact of two characteristics of parental involvement i.e. parental communication, and their emotional support, and classroom security, and teachers motivation on students academic achievement. Sample selection was done through stratified random sampling. 1438 students were selected from 10th grade students. Data collection was done through self-developed and validated questionnaires. Multiple regression model, mean and standard deviation were used for the purpose of data analysis. The results indicate that parental communication has emerged as the major indicator of involvement of parents. Parental communication and parental emotional support has profound influence upon the academic achievement of students. Additionally, parental communication and their emotional support have deep positive influence on academic achievement of male students.

show abstract

‘I can see parents being reluctant’: perceptions of parental involvement using child and family teams in schools

Cited by 17 publications

References 22 publications

Implementing a case management initiative in high-need schools

Implementing a case management initiative in high-need schools

Work and family life: parental work schedules and child academic achievement

The Role of Parents and Teachers in Academic Achievement of Students in Hazara Division, Pakistan

Contact Info

Product

Resources

About